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Some misconceptionsAPP is not…..
• about QCA producing tests or tasks
• about collecting vast portfolios of written evidence
• a curriculum planning tool (although it does inform planning)
The APP materials
• Assessment guidelines - for assessing pupils’ work in relation to National Curriculum levels
• Standards files – annotated collections of pupils’ day-to-day work that exemplify national standards at different levels
• APP virtual handbook - to help teachers use the materials and implement the approach
How will APP help?It enables teachers to:
• use diagnostic information about pupils’ strengths and weaknesses to improve teaching, learning and pupils’ progress
• make reliable judgements related to national standards drawing on a wide range of evidence
• track pupils’ progress
How does APP work?
Four simple steps:
1. Generate evidence from teaching
2. Review the evidence periodically
3. Make a judgement
4. Use information from APP
What are the benefits of using APP?• It does not require special assessment activities• It reduces the need to use tests and specific
assessment activities• It provides a valuable opportunity for
professional development• It provides a common language• It directly informs discussions with pupils and
future planning, teaching and learning• It helps teachers identify gaps in their teaching
DRAFT MATERIALS VERSION 3.4 (09 JUN 08)
APP Science Assessment Guidelines: levels 3 - 8 Level AF1 Thinking scientifically AF2 Understanding the
applications and implications of science
AF3 Communicating and collaborating in science
AF4 Using investigative approaches
AF5 Working critically with evidence
4
Across a range of contexts and practical situations pupils: Use scientific ideas when
describing simple processes or phenomena, e.g. using the different properties of the components of a mixture to describe a separation method
Use simple models to describe
scientific ideas, e.g. water in pipes to model electric current
Recognise that scientific
evidence can support or refute ideas or arguments, e.g. evidence that shows sound cannot travel through space
Across a range of contexts and practical situations pupils: Recognise applications of specific
scientific ideas, e.g. the use of predators to control pest populations
Describe some simple positive and
negative consequences of scientific and technological developments, e.g. wind farms provide a renewable source of energy but can affect the landscape
Identify aspects of science used
within particular jobs or roles, e.g. the use of alcohol hand gels in hospitals to combat the spread of bacteria such as MRSA
Across a range of contexts and practical situations pupils: Use appropriate scientific language to
communicate scientific ideas, processes or phenomena, e.g. use correct terminology consistently for pieces of apparatus
Routinely use scientific and
mathematical conventions when communicating in and about science, e.g. use both positive and negative numbers in describing temperature changes
Present scientific data in tables or bar
charts as appropriate
Across a range of contexts and practical situations pupils: Carry out fair tests in investigations
by changing one variable and keeping the others the same
Select appropriate equipment or
information sources to address specific questions or ideas under investigation
Make sets of observations or
measurements, identifying the range and interval used
Follow instructions to control obvious
risks to themselves
Across a range of contexts and practical situations pupils: Identify patterns in data presented in
various formats, including line graphs Draw straightforward conclusions
from data presented in various formats
Identify scientific evidence they have
used in drawing conclusions Suggest improvements to their
working methods, giving reasons
3
Across a range of contexts and practical situations pupils: Identify similarities, differences or
changes related to simple scientific ideas, processes or phenomena, e.g. differences between living and non-living things
Make simple physical models to
describe something in the real world, e.g. a cardboard model of the skeleton
Respond to given ideas to
answer questions or suggest solutions to problems
Use straightforward scientific
evidence to answer questions, or to support their findings, e.g. evidence that shows that living things are made up of cells
Across a range of contexts and practical situations pupils:
Explain the purpose of a variety of
scientific or technological developments, e.g. broadband allows large amounts of electronic data to be moved quickly
Link an application to a specific
property or characteristic, e.g. glass is transparent and is therefore used for windows
Identify aspects of our lives, or of
the work that people do, which are based on scientific ideas, e.g. the right amounts of light and water can improve the growth of crop plants
Across a range of contexts and practical situations pupils: Use straightforward scientific
language and formats to describe simple scientific ideas, processes or phenomena, or to describe what they have found out
Present simple scientific data in more
than one way, including tables and bar charts, when prompted
Identify simple advantages of working
together on an experiment or investigation, e.g. to confirm observations and measurements made
Recognise that evidence is needed to
answer scientific questions and make suggestions as to how it could be collected
Across a range of contexts and practical situations pupils: Identify one or more control variables
in investigations from a list provided Select equipment or information
sources from those provided to address a question or idea under investigation
Make some accurate observations or
whole number measurements relevant to a question or idea under investigation
Recognise obvious risks when
prompted, e.g. the need to wear eye protection when handling hazardous chemicals
Across a range of contexts and practical situations pupils: Identify straightforward patterns in
observations or in data presented in various formats, including tables, pie and bar charts
Describe what they have found out in
experiments or investigations, linking cause and effect
Suggest improvements to their
working method
Assessment focus – an area capturing the essence of the key concepts and key
processes of the PoS
Assessment criterion – a key diagnostic characteristic
demonstrated at a particular level
Science assessment focuses (AFs)
• AF1 Thinking scientifically• AF2 Understanding the applications and
implications of science• AF3 Communicating and collaborating in
science• AF4 Using investigative approaches• AF5 Working critically with evidence
Developing the materials
• Assessment guidelines – looking to further develop L1 and L2 criteria and suggest possible exemplification
• Standards files – producing 10 standards files covering L1 to L5
• APP virtual handbook – to be developed… suggestions welcome!
• Further guidance and support?